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Illustrated by Jo Ellen McAllister Stammen
Down East Books, 1993
Summary: Monsieur Bibot is an intolerant dentist who becomes quite angry when an old woman pays him for services with two figs. He believes her to be crazy when she tells him that the fruit will make his dreams come true.
Level: 2nd grade IL: 2-8 grades
Themes:
Wish fulfillment/ dreams
Meanness getting what it deserves
Poetic justice
Activities:
. Figs: Before The Sweetest Fig is read aloud or introduced in the classroom, bring in real figs for the children to try. Ask the children if they have had any preconceived notions about the taste. After the sampling have the children write (in their journals or to a pen-pal) about the experience. Describe the taste. Why is it difficult to do this? Would they recommend figs? In what type of climate do figs flourish? What countries have a climate conducive to growing figs? Use a CD-Rom or other type of encyclopedia to check your guesses. Poll teachers in the school about the numbers of people who have tasted figs; incorporate in the survey questions about why they might have been avoided.
2. Dreams - I a. Invite children to write about a dream they remember or, if they can't remember, ask them to make up a story that has dream-like characteristics. Dreams often have waking meaning for the dreamer. Ask children to keep track in their journals of some of their dreams. How do dreams affect the way we live our lives? When we are anxiously awaiting a good event or worrying about an upcoming test, how do our dreams reflect this? (Send a letter home first explaining the project and obtain parents' signature.)
b. M. Bibot knows what he wants (and sets out to get it!) "Dreaming" often carries the connotation of spending time thinking about what would be perfect. (An electronic database search will bring up references to athletes' "dreams." ) We might use the expression, "in my wildest dreams." Keep a running class list on the wall of references made to such types of daydreams. Conduct a survey of people's favorite (or wildest) dreams. Categorize the responses and make a large graph demonstrating the various types. Construct another list of picture books that utilize this theme. (Tar Beach )
c. This book will surely prompt a flood of dream talk. Encourage the children to share dreams orally as a whole class for a while. They will probably steer the discussion to some factual questions about dreams. For example, M. Bibot studies hypnotism in order to gain control of his dreams. Could this actually work? Are dreams hard to remember? Why? When is the best time to remember them? How many dreams do people have each night? What is REM? Do animals dream? What are common dream motifs? Brainstorm questions about dreams, nightmares and sleep. Let students categorize the questions and select a topic that interests them. Ask them to become experts on this. Do any of the information resources contradict each other? Have the researchers translate the information into chart form and leave it on display in the classroom for the rest of the unit.
Research Component:
OBJECTIVE: Students write their ownResearch Guidebook
RESPONSIBLE: students, teacher and librarian
Starting in grades 3 - 5 students could begin reflecting on what they have learned about information skills. Their individualized Guide Book could contain two sections: first a working portfolio in which they might keep:
- notes on possible resources from mini-lessons given by librarian,
teacher or brainstormed by the whole class.
- a working list of key words related to topics being researched.
The second section might contain self-evaluations, peer-evaluations or teacher evaluations on research projects. It would be important for students to seriously reflect on the strategies that worked for them.
Students undertaking new research projects would be encouraged to look over what they have already written.<
- - - This could be on-going process not restricted to grade level but cumulative in nature. - - -
* Teachers and librarians must be sure to study these logs to note the effectiveness of their teaching strategies. Make a concerted effort to evaluate the way you present material and work with students.
3. Dreams - II a. Divide into small groups and examine a collection of dream books. (See Resource List.) Make a chart of the following items:
- What real objects have a part to play in the dreams? (E.g. In Ben's Dream the boy is studying a geography book and his dream takes him past many famous landmarks.)
- How is color used throughout the book?
- Sort books into categories: fantasy, nightmares, day dreams, future desires
- Ask students what patterns appear within each category.
- Are good dreams depicted differently from bad dreams?
- Reoccurring elements: flying (Tar Beach, Dream Child.) water, monsters, talking animals, food
b. "Dreaming" is often a metaphor for having a vision that will make life better for the dreamer or the community. (Appelemando's Dream) Use daydreams as a goal-setting device. Ask students which of their daydreams seem to reoccur often. In their writing journals or portfolios, ask them to watch for segments that might indicate future aspirations. Expect them to continue the concept with reflection on the necessary steps to making a "dream come true." Who would benefit from the realization of your dreams.
c. A number of authors/artists are ambiguous about whether an incident actually happens or is part of a dream. (See "Could be Worse" by James Stevenson.) Ask the students to write a short paragraph describing how they know when an event in a book actually happened, could possibly happen or couldn't happen given what we know about the world. (This may lead into a discussion of Fact vs Fiction)
d. Can you prevent bad dreams? What do you do when you are having a nightmare? Other cultures have folk tales or stories about controlling dreams. (Ojibway Dreamcatcher, Baku in The Dream Eater ) Develop an annotated bibliography on nightmares and send it to The Web. Room 200/ Ramseyer Hall / 29 West Woodruff / Ohio State University / Columbus, Ohio, 43210)
4. Literary Devices: As with many of Van Allsburg's books, The Sweetest Fig may be appreciated by older readers. After enjoying the story itself, students in upper grades might benefit from noting two prominent, and occasionally similar, literary techniques: POETIC JUSTICE and IRONY. Obtain picture books that highlight these. Susan Hall's Using Picture Storybooks to Teach Literary Device (Oryx Press) is an excellent resource. She notes three varieties of irony: verbal : when one thing is said and the opposite is meant; situational: the plot takes an unexpected turn; and dramatic: (something is revealed to the readers but not to the characters (p. 86).
Ask students to read five picture books using each type of device. In pairs, they should develop a rule of thumb to aid in distinguishing between irony and poetic justice. Communicate the objectives of the unit with teachers in high school. They may be interested in Susan Hall's book or they may feel that the concepts of poetic justice and irony can be expanded in older grades rather than needing to be introduced.
5. Illustrations; a. Using the Think-Pair-Share technique to talk about: a. The palette of colors that Van Allsburg uses in The Sweetest Fig. How do the colors, texture and composition relate to the mood of the book? b. Find five examples of "information" the paintings tell you that are not in the text.
(Think-Pair-Share: Children are given time and space to think about their answer and jot down ideas; then they discuss their ideas with a friend (pair); the large group then shares responses.)
b. Read and study other Van Allsburg books. Have students develop a bibliography with annotations for all of his books and share with another class. Include honors and awards and a short biographical piece. (Ask students to chose the an interesting vehicle: resumé , tell important information as if Van Allsburg were talking; others?) What types of themes does he tend to use? Invite an art teacher or an artist to your class to explain the medium used in The Sweetest Fig. Try your hand at achieving the same mood.
c. Ask students to discover and discuss with a partner the methods that Van Allsburg uses to let the reader know what is real and what is a dream. Look at how other authors / artists depict the dream state as different from being awake. (For example, Keats in Dreams paints the windows of the apartment building in colorful patterns. In Dinosaur Dreams, the artist places the dream within "bubbles.") Keep simple sketches in your writing folder about the methods authors and illustrators use to transcend reality to dreams or an imagining state.
6. The Sweetest Fig as a story starter. Do not require students to write on these topics; offer them as possible choices. As a class brainstorm other possibilities.
Bibot's dream contains landmarks in Paris. If he had lived in another country or famous city, those elements of his dream would be different. Have students research other locales and redesign his dream.
Write about how the old woman obtained the figs. (Use some of the common elements of folk tales.)
Compose a sequel about Marcel and Bibot. What are their dreams now?
Use the same plot but write about the magic figs with Bibot's character differently defined. (What kind of character is Monsieur Bibot? Make a list of the characteristics that demonstrate his personality. Does he represent typical dentists?)
What would you do if the figs were given to you? Write an another story about figs from the same tree. Consider using Poetic Justice again. Collect the stories into a book for the library.
The dedication in David McPhail's Dream Child is rather interesting. "for Duane - isn't everything just a dream after all?" Write a piece about waking up from such a total dream.
Resources
Fictional Dream Books
Adoff, Arnold. Chocolate Dreams. Illus. by Turi MacCombie. Lothrop, Lee and Shepard, 1989.
Original poems on a favorite subject by a chocolate lover.
Ahlberg, Allen. Dinosaur Dreams. [by] Allen Ahlberg and Andre Amstutz. Greenwillow, 1991.
Three skeletons enter each other's dreams about dinosaurs.
Alexander, Martha. Bobo's Dream. Dial, 1970.
A wordless book depicting a small dog's heroic dream.
Babbitt, Natalie. The Something. Farrar, Straus, Giroux, 1970.
Mylo, a rather unusual creature himself, is most fearful of the dark and curious thing which haunts him at night.
Collington, Peter. The Angel and the Soldier Boy. Knopf, 1987.
A child dreams her toy angel and soldier come alive in a perilous adventure in which they rescue a coin from thieving pirates.
Cooper, Gale. Unicorn Moon. Dutton, 1984.
A picture book for older readers. A princess searches for the meaning of true love, in order to break the spell over a young man she sees constantly in her dreams.
Dahl, Roald. The BFG. Farrar, Straus and Giroux, 1982.
The BFG (Big Friendly Giant) catches dreams with a net and keeps them in jars. [A wonderful read aloud!]
Garrison, Christian. The Dream Eater. Pictures by Diane Goode. Collier Macmillan, 1978.
Yukio spares the other villagers from recurring nightmares when he rescues a baku. [This is a richly illustrated tale set in ancient Japan.]
Keats, Ezra Jack. Dreams.. Macmillan, 1974.
Roberto isn't able to go to sleep on a hot night in the city and the paper mouse he made in school provides a welcome diversion.
McPhail, David M. Dream Child. Dutton, 1985.
The Dream Child and her companion Tame Bear have fantastic adventures as they drift through the night.
Osofsky, Audrey. Dreamcatcher. Illus. by Ed Young. Orchard Books, 1992.
In the land of the Ojibway a baby sleeps, protected from bad dreams, as the life of the tribe goes on around.
Pilkey, Dav. When Cats Dream. Orchard, 1992.
When cats dream they can do anything they want - - from combing their hair with the moon to swinging onjungle vines. [Pilkey clearly distinguishes between the dream and reality.... I wonder what dogs dream?]
Polacco, Patricia. Applemando's Dreams. Philomel Books, 1991.
Because he spends his time dreaming, the villagers are convinced that Appelemando will never amount to much, but in time his dreams change the village and all the people in it.
Ringgold, Faith. Tar Beach. Crown, 1991.
A young girl dreams of flying above her Harlem home, claiming all she sees for herself and her family. Based on the author's quilt painting of the same name.
Stevenson, James. "Could Be Worse!" Morrow, 1977.
Everything is always the same a Grandpa's house, even the things he says - until one unusual morning when he tells his grandchildren about what happened to him that night. [Is it a dream or isn't it? Dreams can be vehicles for one-upmanship.]
Van Allsburg, Chris. Ben's Dream. Houghton Mifflin, 1982.
On a terrifically rainy day, Ben has a dream in which he and his house float by the monuments of the world, half submerged in flood water.
Ward, Lynd. The Silver Pony. Houghton Mifflin, 1973.
In eighty pictures and no words, this tells about a boy on a midwestern farm who dreams that his life were more exciting.
Wiesner, David. Free Fall. Lothrop, Lee & Shepard. 1988.
Brings to life the dream-filled landscape of the night in a tale of uncharted lands, conquered dragons and a climb toward glory.
Non-fiction
Asimov, Isaac and Carrie Dierks. Why Do We Need Sleep? Gareth Stevens, 1993.
A brief description of sleep, why we need it, what happens when we sleep, and sleep disorders.
Commire, Anne. Something About the Author. Vol. 53. Gale, 1988.
Contains excellent material about Van Allsburg life, muses and relationship to books.
Hyde, Margaret O. Is the Cat Dreaming Your Dream? McGraw Hill, 1980.
Discusses what people do and do not dream about, dreams in folklore, the language of dreams and children's dreams and nightmares. Also explores creative dreaming and the meaning of dreams.
Mayle, Peter. Sweet Dreams and Monsters: A Beginner's Guide to Dreams and Nightmares and Things That Go Bump Under the Bed. Harmony, 1986.
Explains what happens when we sleep, how daytime experiences can affect our dreams, and different kinds of dreams and nightmares.
American Sleep Disorders AssociationAssociation for the Study of Dreams
1610 14th Street N.W. Suite 300P.O. Box 1600
Rochester, MN 55901Vienna, VA 22183
Books by Chris Van Allsburg (Houghton Mifflin)
Ben's Dream. ( N.Y. Times Best Illustrated Book), 1982.
Garden of Abdul Gasazi . (Caldecott Honor; N.Y. Times Best Illus), 1979.
Jumanji. (Winner of Caldecott Medal; N.Y. Times Best Illus.), 1981.
Just a Dream. 1990.
The Mysteries of Harris Burdick. ( N.Y. Times Best Illustrated), 1984.
The Polar Express. (N.Y. Times Best Illus., Caldecott Winner), 1985.
The Stranger. (N.Y. Times Best Illustrated Book), 1986.
Swan Lake. by Mark Helprin. 1989.
Two Bad Ants. 1988.
Widow's Broom. 1992.
The Wreck of the Zephyr. ( N.Y. Times Best Illustrated Book), 1983.
Z was Zapped. 1987.
Prepared by Abigail Garthwait, Asa Adams School, Orono
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